This class will heighten Middle Grade Educators’ understanding of their personal pedagogy by encouraging reflective practice through individualized and collaborative professional development opportunities.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
This course will enhance middle grade educators’ ability to assimilate and accommodate past and future professional development opportunities by encouraging reflective practice and modeling differentiated instruction/retention techniques. Adolescent learners have specific learning needs; middle grade educators need specialized training in order to be properly prepared.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Discuss the importance of becoming a reflective practitioner from a biblical perspective.
- Utilize reflective practice in the implementation of classroom strategies.
- Apply reflective practice to middle school curricular design.
- Analyze the classroom needs of middle school students.
- Implement basic reading strategies as instructional tools.
- Collaborate with other students as a means of professional development and reflective practice.
- Evaluate methods of professional development for middle school teachers.
Textbook readings and presentations
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.
Discussions are collaborative learning experiences. Therefore, the candidate is required to create a thread of at least 250 words in response to the provided prompt. For each thread, the candidate must support his or her assertions with at least 2 citations in current APA format. In addition to the thread, the candidate is required to reply to 2 classmates’ threads. Each reply must be at least 100 words and cite at least 1 source in current APA format. Acceptable sources include the textbook, applicable journal articles, and the Bible. (MLO: A, B, C, D, E, F, G)
Weekly Reflective Log Assignments (6)
The candidate will keep a weekly journal throughout this course concerning his or her personal thoughts about each week’s professional and personal activities. (MLO: A, B)
Creating a Reading Road Map Assignment
The candidate will create a Reading Road Map that can be used with the assigned reading. The map should display characteristics of a map, tracing the learning that will come from the chapter. (MLO: B, C, G)
Purposeful and Explicit Note-Taking Assignment
The candidate will learn and use the purposeful and explicit note-taking technique during his or her weekly reading. This assignment allows the candidate to create an effective instructional strategy commonly used in the classroom. (MLO: B, C, D, E, G)
Each quiz will cover the Learn material for the assigned Module. Each quiz will be open-book/open-notes, consist of 20–25 multiple choice questions and have a 1.5 hour time limit.
Chapter Scenario Assignments (3)
These assignments allow the candidate to interact with various issues in the school. Scenarios provide opportunities for the candidate to research and interact both professionally and personally. (MLO: B, C, D, E, G)
Anticipation Guide Assignment
The candidate will create an Anticipation Guide using the assigned reading to aid in teaching. This assignment allows the candidate to develop an effective instructional strategy for the classroom. (MLO: B, C, D, E, G)
Teaching Strategy Article Review Assignment
The candidate will select and review a journal article that discusses a new strategy or a new perspective on an “old” strategy. He or she will choose an interactive, middle-school-appropriate strategy and follow the provided instructions to demonstrate its use. (MLO: A, B, C, D, E, F, G)
Magic Square Assignment
The candidate will learn how to construct a magic square—a creative way to enhance students’ vocabulary knowledge. The magic square allows the candidate to create an engaging instructional strategy. (MLO: B, C, G)
School-Community Presentation Assignments
The candidate will create a PowerPoint presentation for fellow teachers concerning the role of community in the school. The presentation must include a minimum of 10 informational slides. (MLO: A, B, C, D, E, F, G)
Cumulative Weekly Reflective Log Assignment
The candidate will reflect on the weekly logs created and complete a final reflection and summary concerning his or her personal thoughts about each week’s professional and personal activities, including a biblical perspective. (MLO: A, B)
Cumulative Quiz Chapters 1–11
This quiz will cover the Learn material from all chapters assigned in each Module. The quiz will be open-book/open-notes, consist of 35 multiple choice and 4 essay questions and have a 2.5 hour time limit. (MLO: A, B, C, D, E, F, G)
Reflective Practitioner Paper Assignment
The candidate will develop a 5–7-page paper based upon the Weekly Log, Discussions, interactions with the instructor, course readings with attention to Tobias & Acuna, and outside journal articles. This paper will summarize the candidate’s path toward honing his or her reflective practice. The paper must follow current APA format and include a title page, running head, citations, and a reference page. The reference page must include at least 6 references. (MLO: A, B, C, D, E, F)